Enacting an emergency EFL course in an Indonesian disadvantaged condition
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Published:
Oct 14, 2021
Keywords:
aftershocks, earthquake, EFL course, teaching-learning process
Main Article Content
(1) * Khusnul Khotimah
English Education Department, Universitas Mataram
Indonesia
(2) Kurniawan Apgrianto
English Education Department, Universitas Mataram
Indonesia
(3) Mutmainnah Mustofa
Department of English Education, Universitas Islam Malang
Indonesia
(4) M. Faruq Ubaidillah
Center for Scientific Publication, Universitas Negeri Malang
Indonesia
(5) Shinta Amalia
Center for Scientific Publication, Universitas Negeri Malang
Indonesia
(*) Corresponding Author
Abstract
Situated in a disadvantaged condition in Lombok, Indonesia, the present study looks at the enactment of an emergency EFL course after earthquake and aftershock circumstances in a public university in the region. For such a purpose, forty-two non-English department students who attended the course in four face-to-face and nine asynchronous meetings were recruited using a convenience sampling technique. A set of questionnaire was disseminated to document participants’ responses on the course implementation. Observation and semi-structured interviews were also conducted to portray the pedagogical praxis. The findings suggest that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed. Interestingly, the students positively reflected the course as the best way to learn in a disadvantaged condition. However, they were not confident with their attainment in English skills and components. Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged condition.
HIGHLIGHTS :
- The findings evince that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed.
- The students positively reflected the course as the best way to learn in an emergency learning milieu. The teacher appeared to be able to maintain students’ motivation.
- Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged conditions.
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How to Cite
Khotimah, K., Apgrianto, K., Mustofa, M., Ubaidillah, M. F., & Amalia, S. (2021). Enacting an emergency EFL course in an Indonesian disadvantaged condition. JEES (Journal of English Educators Society), 6(2), 236-244. https://doi.org/10.21070/jees.v6i2.1384
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Copyright (c) 2021 Khusnul Khotimah, Kurniawan Apgrianto, Mutmainnah Mustofa, M. Faruq Ubaidillah, Shinta Amalia
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Huang, C.-Q., Han, Z.-M., Li, M.-X., Jong, M. S., & Tsai, C.-C. (2019). Investigating students’ interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 103589. https://doi.org/10.1016/j.compedu.2019.05.015
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Seyle, C., Widyatmoko, S., & Silver, R.C. (2013). Coping with natural disasters in Yogyakarta, Indonesia: A study of elementary school teachers. School Psychology International, 34(4) 387–404.DOI: 10.1177/0143034312446889. https://pdfs.semanticscholar.org/906a/3906cdf718dc8c0af6d239ab4664cc817285.pdf.
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Üzel, D., & Özdemir, E. (2012). The Effects of Problem-Based E-Learning on Prospective Teachers’ Achievements and Attitudes towards Learning Mathematics. Procedia - Social and Behavioral Sciences, 55, 1154–1158. https://doi.org/10.1016/j.sbspro.2012.09.609
van Harsel, M., Hoogerheide, V., Verkoeijen, P., & van Gog, T. (2019). Effects of different sequences of examples and problems on motivation and learning. Contemporary Educational Psychology, 58, 260–275. https://doi.org/10.1016/j.cedpsych.2019.03.005
Wodzicki, K., Schwämmlein, E., & Moskaliuk, J. (2012). “Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9–14. https://doi.org/10.1016/j.iheduc.2011.05.008
Zulkanain, N. A., Miskon, S., & Abdullah, N. S. (2020). An adapted pedagogical framework in utilizing WhatsApp for learning purpose. Education and Information Technologies, 1-12.
Alghasab, M., Hardman, J., & Handley, Z. (2019). Teacher-student interaction on wikis: Fostering collaborative learning and writing. Learning, Culture and Social Interaction, 21, 10–20. https://doi.org/10.1016/j.lcsi.2018.12.002
Arghode, V., Brieger, E., & Wang, J. (2018). Engaging instructional design and instructor role in online learning environment. European Journal of Training and Development, 42(7/8), 366–380. https://doi.org/10.1108/EJTD-12-2017-0110
Arifani, Y. (2019). The application of small group and individual flipped model with WhatsApp to foster EFL learners’ cohesive writing skill, Library Hi Tech News, 36 (4), 10-12. https://doi.org/10.1108/LHTN-12-2018-0075
Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning.Cogent Education, 1-26. https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2016.1
Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal (AWEJ), 9(1), 23-38. DOI: https://dx.doi.org/10.24093/awej/vol9no1.2
Chauhan, V. (2017). Synchronous and asynchronous learning. Imperial Journal of Interdisciplinary Research (IJIR), 3(2), 1345-1348. https://www.onlinejournal.in/IJIRV3I2/231.pdf
Chen, N. S., Ko, H. C., Kinshuk, & Lin, T. (2005). A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42(2), 181-194.
Coldeway, D. (1995). Distance education revisited: an introduction to the Issue. In Simonson, M., S. Smaldino& S. Zvacek (Eds.), Teaching and Learning at a Distance (pp. 7). New Jersey, NJ: Prentice-Hall, Inc.
DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., & Fiore, A. (2012). Serious social media: On the use of social media for improving students’ adjustment to college. The Internet and Higher Education, 15(1), 15–23. https://doi.org/10.1016/j.iheduc.2011.05.009
Dabner, N. (2012). ‘Breaking Ground’ in the use of social media: A case study of a university earthquake response to inform educational design with Facebook. The Internet and Higher Education, 15(1), 69–78. https://doi.org/10.1016/j.iheduc.2011.06.001
Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104–113. https://doi.org/10.1016/j.compedu.2019.04.004.
Elgort, I. (2011). Dealing with complexity through course design. On the Horizon, 19(2), 97–108. https://doi.org/10.1108/10748121111138290
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50.
Hamad, M. M. (2017). Using WhatsApp to enhance students’ learning of English language “experience to share”. Higher Education Studies, 7 (4), 74-87. http://doi.org/10.5539/hes.v7n4p74.
Hani, N. A. B. (2014). The impact of WhatsApp group’s utilization of EFL students’ vocabulary writing amelioration. International Journal of University Teaching and Faculty Development, 5(2), 73-87. http://s3.mazoneaws.com.
Huang, C.-Q., Han, Z.-M., Li, M.-X., Jong, M. S., & Tsai, C.-C. (2019). Investigating students’ interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 103589. https://doi.org/10.1016/j.compedu.2019.05.015
Johnson, G. M. (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends, 50(4), 46-53.
Man, C. (2014). Word’s up with WhatsApp: the use of instant messaging in consciousness rising of academic vocabulary. 23rd MELTA and 12th Asia TEFL International Conference 28-30 August 2014, at Borneo Convention Centre, Kuching. Retrieved from https://www.researchgate.net/publication/271854090
Maria, J. (2016). Use of WhatsApp to enhance reading and writing skills at undergraduate college level. Language in India, 16(11). Retrieved from http://www.languageinindia.com/nov2016/mariaWhatsApp final.pdf
Moore, M.G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–6. http://aris.teluq.uquebec.ca/portals/598/t3_moore1989.pdf
Mutch, C. (2015). Quiet heroes: teacher and Canterbury, New Zealand, earthquake. Australasian Journal of Disaster and Trauma Studies, 19(2), 77-86.http://trauma.massey.ac.nz/issues/2015-2/AJDTS_19_2_Mutch.pdf.
Huang, C.-Q., Han, Z.-M., Li, M.-X., Jong, M. S., & Tsai, C.-C. (2019). Investigating students’ interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 103589. https://doi.org/10.1016/j.compedu.2019.05.015
Neroni, J., Meijs, C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1–7. https://doi.org/10.1016/j.lindif.2019.04.007.
Nordström, T., Andersson, U. B., Fälth, L., & Gustafson, S. (2019). Teacher inquiry of using assessments and recommendations in teaching early reading. Studies in Educational Evaluation, 63, 9–16. https://doi.org/10.1016/j.stueduc.2019.06.006
Rawas, H., Bano, N., & Alaidarous, S. (2019). Comparing the effects of individual versus group face-to-face class activities in flipped classroom on student’s test performances. Health Professions Education, S2452301119300033. https://doi.org/10.1016/j.hpe.2019.06.002
Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51(3), 1172-1183.
Pietro, G.D. (2015). The academic impact of natural disaster: evidence from L’Aquila Earthquake. IZA Discussion Paper No 8867, London, UK.
Redmond, P. (2011). From face-to-face teaching to online teaching: pedagogical transitions. Proceedings ASCILITE 24 – 7 December 2011 Hobart: Full Paper. 1050-1060, at Hobart Tasmania Australia. Retrieved from http://www.ascilite.org/conferences/hobart11/downloads/papers/Redmond-full.pdf.
Savi, A. O., Ruijs, N. M., Maris, G. K. J., & van der Maas, H. L. J. (2018). Delaying access to a problem-skipping option increases effortful practice: Application of an A/B test in large-scale online learning. Computers & Education, 119, 84–94. https://doi.org/10.1016/j.compedu.2017.12.008
Shaw, R., Shiwaku Hirohide Kobayashi, K., & Kobayashi, M. (2004). Linking experience, education, perception and earthquake preparedness. Disaster Prevention and Management: An International Journal, 13(1), 39–49. https://doi.org/10.1108/09653560410521689
Seyle, C., Widyatmoko, S., & Silver, R.C. (2013). Coping with natural disasters in Yogyakarta, Indonesia: A study of elementary school teachers. School Psychology International, 34(4) 387–404.DOI: 10.1177/0143034312446889. https://pdfs.semanticscholar.org/906a/3906cdf718dc8c0af6d239ab4664cc817285.pdf.
Song, L., Watulak, S. L., Kritskaya, O., & Elmendorf, D. (2013). Exploring Undergraduate Students' Skills, Level of Comfort, and Perceived Benefit of Using Technology for Learning. International Journal of Technology in Teaching and Learning, 9(1), 18-36.
Üzel, D., & Özdemir, E. (2012). The Effects of Problem-Based E-Learning on Prospective Teachers’ Achievements and Attitudes towards Learning Mathematics. Procedia - Social and Behavioral Sciences, 55, 1154–1158. https://doi.org/10.1016/j.sbspro.2012.09.609
van Harsel, M., Hoogerheide, V., Verkoeijen, P., & van Gog, T. (2019). Effects of different sequences of examples and problems on motivation and learning. Contemporary Educational Psychology, 58, 260–275. https://doi.org/10.1016/j.cedpsych.2019.03.005
Wodzicki, K., Schwämmlein, E., & Moskaliuk, J. (2012). “Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9–14. https://doi.org/10.1016/j.iheduc.2011.05.008
Zulkanain, N. A., Miskon, S., & Abdullah, N. S. (2020). An adapted pedagogical framework in utilizing WhatsApp for learning purpose. Education and Information Technologies, 1-12.